Self-Efficacy Development in Student Teachers: The Critical Role of School Placement
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| Title: | Self-Efficacy Development in Student Teachers: The Critical Role of School Placement |
|---|---|
| Language: | English |
| Authors: | Jason Richard Power (ORCID |
| Source: | European Journal of Teacher Education. 2026 49(1):129-151. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Teachers, Self Efficacy, Student Placement, Student Experience, Stress Management, Job Satisfaction, Foreign Countries, Student Teaching |
| Geographic Terms: | Ireland |
| DOI: | 10.1080/02619768.2023.2288555 |
| ISSN: | 0261-9768 1469-5928 |
| Abstract: | This study examines student teachers' self-efficacy development as they complete their first professional placements in a school environment. Teacher Self-efficacy has previously been linked to teacher adaptability, retention within the profession and effectiveness. The current study samples a population of undergraduate and postgraduate student teachers (n = 643) both pre and post two school placements which are contained within their degree program. A repeated cross-sectional design was employed using the Teacher Self-efficacy Scale. The research findings suggest that initial school placement experiences play a key role in the self-efficacy development of student teachers. Self-efficacy reports consistently increased in line with professional experience, as did reports of job satisfaction. Conversely, reports of stress related to classroom management and workload consistently dropped. The complete open data set is linked for potential review and/or future independent use. Implications for the optimisation of teacher education structures are outlined and future research areas are identified. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503194 |
| Database: | ERIC |
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| Abstract: | This study examines student teachers' self-efficacy development as they complete their first professional placements in a school environment. Teacher Self-efficacy has previously been linked to teacher adaptability, retention within the profession and effectiveness. The current study samples a population of undergraduate and postgraduate student teachers (n = 643) both pre and post two school placements which are contained within their degree program. A repeated cross-sectional design was employed using the Teacher Self-efficacy Scale. The research findings suggest that initial school placement experiences play a key role in the self-efficacy development of student teachers. Self-efficacy reports consistently increased in line with professional experience, as did reports of job satisfaction. Conversely, reports of stress related to classroom management and workload consistently dropped. The complete open data set is linked for potential review and/or future independent use. Implications for the optimisation of teacher education structures are outlined and future research areas are identified. |
|---|---|
| ISSN: | 0261-9768 1469-5928 |
| DOI: | 10.1080/02619768.2023.2288555 |
